Today, multiple sources are reporting very positive findings regarding implementation of iPads (or devices similar to the iPad) in the classroom. The iPad is considered by many to be versatile. It is thin, lightweight, and easy to carry. In a 2011 study, the iPad accounted for 99.8% of all tablets used in the United States (Powell, 2014, p. 20). Specifically, they have been reported audio-visual quality as a means of promoting student learning. Visually, the iPad offers a variety of media and tools which can encourage multiple learning strategies. A report written by Gabarre, Gabarre, Din, Shah, and Karim (2014) found that "Tablet computers cater to mobile and versatile learning by providing educators with various working configurations and by enabling learners to perform a wide variety of tasks. The availability of rich media and resources increases the learners' engagement and autonomy" (p. 116). Despite the fact that iPads are still a relatively new form of educational technology, much research exists supporting the concept that iPads can support and sustain learning. Dhir, Gahwaji, and Nyman (2013) wrote, "It is believed that iPad might become a transformative technology due to its flexible, collaborative, and inquiry-based learning environment. However, the learning experience of any student using the iPad is not totally dependent upon the device itself but also and especially on the attitude and perception of teachers and the educational institutes" (p. 713). Moreover, they stated that teachers are the driving positive influence behind iPad use in the classroom; if teachers approach the technology with excitement and a positive attitude, the students do, too (Dhir, Gahwaji, and Nyman, 2013, p. 714). Many scholars are reporting very positive findings regarding implementation of iPads (or devices similar to the iPad) in the classroom. The audio-visual quality of the device, coupled with its inherent connection to current, streamlined technology, is being suggested as a means of promoting student learning. The iPad offers a variety of media and tools which can encourage multiple learning strategies; potentially, its use can open multiple doors of opportunity for teachers who are taught the tools and resources to utilize the iPad in the classroom. A report titled "iPads in the Foreign Language Classroom: A Learner's Perspective" (written by researchers considered to be experts in the foreign language education field) found that "Tablet computers cater to mobile and versatile learning by providing educators with various working configurations and by enabling learners to perform a wide variety of tasks. The availability of rich media and resources increases the learners' engagement and autonomy" (Gabarre et al., 2014, p. 116). Eductors who teach subjects outside the realm of mathematics, language arts, social studies, and science (for example, foreign language teachers and music education teachers) are reporting successes with the iPad in their classrooms. Patricia Riley (Music Coordinator for the University of Vermont) wrote an article titled "Teaching, Learning & Living with iPads" which appeared in the Music Educators Journal. She wrote, "As a music educator who often has needed guidance in finding technology that enhances instruction and fits the specialized needs of music education, I discovered that iPads and other tablet computers might well be the answer that music educators have been looking for" (Riley, 2013, p. 82). Riley reported positive findings with many music apps she discovered, saying that students who did not know how to make music (and were hesitant or fearful to make any attempts) before the iPad were suddenly creating music and teaching themselves how to read music, and categorize music into genres. Unfortunately, simply allowing a school (or school district) access to an iPad does not mean that the teacher is instantaneously aware of how to operate the device; not to mention, he/she may be lacking the skills and knowledge to use the iPad to best suit the needs and interests of his/her students. Professor of Elementary Education at Bridgewater College, Jennie M. Carr (2012) wrote in her article titled "Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?", "Visionary mobile learning devices, such as the iPad, are expected to have a valuable role in 21st century learning if teachers and students could properly utilize the device's potential" (p. 272). To say the very least, challenges clearly exist for teachers using iPads in an educational setting (Carr, 2012, p. 275). Ward, Finley, Keil, and Clay (2014) encourage teachers to place classroom management at the forefront of their iPad activities: "Classroom management is central to a successfully run lesson, regardless of platform. Managing when students have access to the tablets and setting explicit timelines for each part of the lesson proved useful for maximizing student productivity" (2014, p. 7).
Some schools (school administrators/leaders, school districts, and educators) have shown a lack of enthusiasm for iPad implementation despite the fact that researchers have encouraged the implementation of the device in educational settings (Carr, 2012, p. 270). Researchers Dhir, Gahwaji, and Nyman (2013) reported their major findings supporting hesitation of iPad adoption in the education setting in their article "The Role of the iPad in the Hands of the Learner", which included: teachers possessing unfamiliarity with technology; the school lacking critical Internet connections; lack of flexibility to deter from the traditional curriculum; limited time during the school day to train teachers how to use the new technology (or, neglecting to train or orient the teachers at all) and unwillingness to depend on the iPad as an all-inclusive educational device (p. 719). Teachers, they suggested, could also fear the transition of their authority from traditional teacher to classroom coach/guide as students assume the main responsibility of locating and creating educational opportunities (Dhir, Gahwaji, and Nyman, 2013, p. 720).
Researchers Baker, Isbell, Wendt, & Wilson (2013) conducted a research study among Tennessee English teachers. Their findings were published in an article called "V-SPACE: Training Teachers to Use iPads to Create Virtual Spaces for Accessing Content in English." They sought to determine if the iPad could be used to strengthen the participation, knowledge and competencies of the teachers using technology in the classroom. They discovered that absences in teacher confidence, access to technology, class time, and believing the technology is useful were all potential obstacles for technology integration in classroom instruction (p. 67). They also argued that the real challenge for educators would be to continue to focus on traditional, non-technology centered education during a time when technology is such a strong presence in the lives of students, stating: "In school, educators should assume and expect students to use their technological resources and connections to quickly find information, create context, and communicate with peers from around the world" (Baker, Isbell, Wendt, & Wilson, 2013, p. 66). Present-day students must be consistently challenged, motivated, and engaged. They have been using technology and technology tools their entire lives, and there is a strong possibility they will be utilizing technology in their professional adult careers as well. Baker, Isbell, Wendt, and Wilson's research suggests that use of the iPad could help positively maintain the focus and attention of today's technology-centered student. Melissa Ingraham, an Ohio-based educator, conducted a study in which she cleverly incorporated mathematics and literacy skills into a technology-based assignment. In this project, titled "Incorporating iPad Technology Into the Classroom: A Geometry Project", she studied how geometry students would respond to as assignment completed solely on the iPad. Students were asked to create a presentation to demonstrate mastery of geometry terms learned through the course of the school year (Ingraham, 2013, p. 28). Ingraham also suggested strategies for teachers to incorporate iPad use successfully in the classroom. She wrote:
Teachers should try to use technology to motivate or generate student interest. When students are motivated, they become engaged and active learners. Another strategy for teachers to consider is to use technology to present material in a novel way. Advances in technology have opened doors to present abstract material in a more understandable manner. Finally, teachers should consider utilizing technology when it allows them to teach more efficiently. Certain tools can allow teachers to better understand their students' strengths and weaknesses, so that they can alter instruction as necessary" (Ingraham, 2013, p. 28). iPad applications (also referred to as "apps") are another way for teachers to effectively, successfully utilize iPad use in the classroom. Apps are individual programs that have the ability to enhance a lesson by helping students play a game, take part in an interactive quiz, or watch a short video. Selma Powell (2014) shared multiple strategies for educators who seek to select apps with a purpose in the journal Teaching Exceptional Children. Some of these strategies included taking into consideration students of all ability levels; selecting standards that apply to use of the app; and identifying learning objectives to use with the app (pp. 21-23). Powell (2014) cautioned teachers against encouraging independent use of the iPad, adding "...it is the teacher’s responsibility to set up the iPads with restrictions to focus the students’ attention to the desired learning activities" (p. 24). Edudemic, a web site designed to connect teachers and technology, shared an interesting article titled "A Practical Guide for Teachers Who Just Got iPads." This article provided teachers with advice on iPad training, workflow, and apps, complete with a very helpful, colorful visual guide (Clark, 2013):
In an online National Geographicarticle titled "iPads Improve Classroom Learning, Study Finds", science teachers responded positively to the opportunity to expand their ability to realistically teach difficult concepts to their students (Handwerk, 2014). Founding member of the science Education Department at the Harvard-Smithsonian Center for Astrophysics, Matthew Schneps, was interviewed at length in the article. Schneps advocated the use of games and apps as a method in which to help students learn about complex science concepts, such as the universe and the solar system (Handwerk, 2014). Schneps stated, "'Many educators are looking at the iPad as an inexpensive way to deliver content [and] to save money on textbooks, and a lot of apps are available that try to make learning into a kind of game'" (Handwerk, 2014). In a second online article, information about student teachers was shared in an article titled "With Just One iPad, Teachers Improve Classroom Lessons" (Neal, 2012). Assistant Professor of Education at the university, Kristin Redington Bennett, shared findings gleaned from her future teachers' experiences with iPads in the classroom setting. Bennett stated: What often happens in schools is that they purchase this new technology and expect teachers to use it with little training in how to design successful instruction with it. My goal is to train our elementary education candidates to graduate from our program with the skills and fluency in the use of mobile technology to support teaching and learning. This has allowed many of our graduates to be leaders in their schools even as a first-year teacher (Neal, 2012). With so many responsibilities falling on the shoulders of the teacher, professional development or technology training to use the iPad has proven to be an extremely important step in the iPad integration process. A 2014 study was conducted by Hu and Garimella to determine if teachers who participated in technology training (versus teachers who did not participate in technology training) yielded educational gains/improvements (p. 50). Their findings concluded that students of the participating teachers showed a growth in reading and mathematics scores, whereas students of the non-participating students did not (p. 52). Moreover, during this same study, elementary school science teachers showed increases in their technological confidence after participating in a long-term technology professional development program, leading the researchers to ultimately conclude that "...teacher beliefs and the number of hours participating in the professional development program were significant predictors for students’ science achievement" (Hu & Garimella, 2014, p. 52). In a YouTube video tutorial titled "Teacher iPad Delivery, Setup, and Training 2014-2015" (located on the main page of the Georgetown Independent School District (ISD)'s YouTube page), educators are greeted by the Educational Technology Specialist, Sandy Kendell, and are immediately reminded of their moral obligations as teachers. Kendell reminds that the teachers have already signed an electronic district user agreement. Kendell does not hesitate to warn against the dangers of creating an Apple ID linked to an educator's personal (rather than district) email accounts ("Teacher iPad Delivery", 2014). Kendell shares a screen shot of a 2012 article concerning a teacher in Indiana who did not take care to separate her personal Apple ID from her school ID. The teacher accidentally shared inappropriate photos of herself on the iPad of one of her students (Hill, 2012). Following this, the Georgetown ISD Educational Technology Coordinator, Kim Garcia, reminds all teachers that they must complete four hours of "iPad Basic Training for Teachers", which consists of four online modules that should take teachers about an hour apiece to complete ("Teacher iPad Delivery", 2014). Despite the increasing popularity of the topic, existing research on iPad effectiveness simply lacks depth. Research supports the use and implementation of the iPad as an effective instructional tool in an educational setting; however, specific teacher implementation remains an unclear, murky topic often met with fear and hesitation. Dhir, Gahwaji, and Nyman recommend clearer guidelines for a new curriculum (based on learning with the iPad), long-term learning outcomes, academic performance, long-term instructional impact, and academic performance are all areas in which current research is vague, or lacks understanding (2013, p. 721). Dhir, Gahwaji, and Nyman suggested that app software designers should be fed guidelines for assisting in improving the educational content of the apps (if they align with the curriculum, if they abide by school standards, if they correspond with the standard course of study, etc.) (2013, p. 721).
First Theme: How Do Teachers Use iPads?
Today, multiple sources are reporting very positive findings regarding implementation of iPads (or devices similar to the iPad) in the classroom. The iPad is considered by many to be versatile. It is thin, lightweight, and easy to carry. In a 2011 study, the iPad accounted for 99.8% of all tablets used in the United States (Powell, 2014, p. 20). Specifically, they have been reported audio-visual quality as a means of promoting student learning. Visually, the iPad offers a variety of media and tools which can encourage multiple learning strategies. A report written by Gabarre, Gabarre, Din, Shah, and Karim (2014) found that "Tablet computers cater to mobile and versatile learning by providing educators with various working configurations and by enabling learners to perform a wide variety of tasks. The availability of rich media and resources increases the learners' engagement and autonomy" (p. 116). Despite the fact that iPads are still a relatively new form of educational technology, much research exists supporting the concept that iPads can support and sustain learning. Dhir, Gahwaji, and Nyman (2013) wrote, "It is believed that iPad might become a transformative technology due to its flexible, collaborative, and inquiry-based learning environment. However, the learning experience of any student using the iPad is not totally dependent upon the device itself but also and especially on the attitude and perception of teachers and the educational institutes" (p. 713). Moreover, they stated that teachers are the driving positive influence behind iPad use in the classroom; if teachers approach the technology with excitement and a positive attitude, the students do, too (Dhir, Gahwaji, and Nyman, 2013, p. 714).
Many scholars are reporting very positive findings regarding implementation of iPads (or devices similar to the iPad) in the classroom. The audio-visual quality of the device, coupled with its inherent connection to current, streamlined technology, is being suggested as a means of promoting student learning. The iPad offers a variety of media and tools which can encourage multiple learning strategies; potentially, its use can open multiple doors of opportunity for teachers who are taught the tools and resources to utilize the iPad in the classroom. A report titled "iPads in the Foreign Language Classroom: A Learner's Perspective" (written by researchers considered to be experts in the foreign language education field) found that "Tablet computers cater to mobile and versatile learning by providing educators with various working configurations and by enabling learners to perform a wide variety of tasks. The availability of rich media and resources increases the learners' engagement and autonomy" (Gabarre et al., 2014, p. 116).
Eductors who teach subjects outside the realm of mathematics, language arts, social studies, and science (for example, foreign language teachers and music education teachers) are reporting successes with the iPad in their classrooms. Patricia Riley (Music Coordinator for the University of Vermont) wrote an article titled "Teaching, Learning & Living with iPads" which appeared in the Music Educators Journal. She wrote, "As a music educator who often has needed guidance in finding technology that enhances instruction and fits the specialized needs of music education, I discovered that iPads and other tablet computers might well be the answer that music educators have been looking for" (Riley, 2013, p. 82). Riley reported positive findings with many music apps she discovered, saying that students who did not know how to make music (and were hesitant or fearful to make any attempts) before the iPad were suddenly creating music and teaching themselves how to read music, and categorize music into genres.
Unfortunately, simply allowing a school (or school district) access to an iPad does not mean that the teacher is instantaneously aware of how to operate the device; not to mention, he/she may be lacking the skills and knowledge to use the iPad to best suit the needs and interests of his/her students. Professor of Elementary Education at Bridgewater College, Jennie M. Carr (2012) wrote in her article titled "Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?", "Visionary mobile learning devices, such as the iPad, are expected to have a valuable role in 21st century learning if teachers and students could properly utilize the device's potential" (p. 272). To say the very least, challenges clearly exist for teachers using iPads in an educational setting (Carr, 2012, p. 275). Ward, Finley, Keil, and Clay (2014) encourage teachers to place classroom management at the forefront of their iPad activities: "Classroom management is central to a successfully run lesson, regardless of platform. Managing when students have access to the tablets and setting explicit timelines for each part of the lesson proved useful for maximizing student productivity" (2014, p. 7).
Some schools (school administrators/leaders, school districts, and educators) have shown a lack of enthusiasm for iPad implementation despite the fact that researchers have encouraged the implementation of the device in educational settings (Carr, 2012, p. 270). Researchers Dhir, Gahwaji, and Nyman (2013) reported their major findings supporting hesitation of iPad adoption in the education setting in their article "The Role of the iPad in the Hands of the Learner", which included: teachers possessing unfamiliarity with technology; the school lacking critical Internet connections; lack of flexibility to deter from the traditional curriculum; limited time during the school day to train teachers how to use the new technology (or, neglecting to train or orient the teachers at all) and unwillingness to depend on the iPad as an all-inclusive educational device (p. 719). Teachers, they suggested, could also fear the transition of their authority from traditional teacher to classroom coach/guide as students assume the main responsibility of locating and creating educational opportunities (Dhir, Gahwaji, and Nyman, 2013, p. 720).
Researchers Baker, Isbell, Wendt, & Wilson (2013) conducted a research study among Tennessee English teachers. Their findings were published in an article called "V-SPACE: Training Teachers to Use iPads to Create Virtual Spaces for Accessing Content in English." They sought to determine if the iPad could be used to strengthen the participation, knowledge and competencies of the teachers using technology in the classroom. They discovered that absences in teacher confidence, access to technology, class time, and believing the technology is useful were all potential obstacles for technology integration in classroom instruction (p. 67). They also argued that the real challenge for educators would be to continue to focus on traditional, non-technology centered education during a time when technology is such a strong presence in the lives of students, stating: "In school, educators should assume and expect students to use their technological resources and connections to quickly find information, create context, and communicate with peers from around the world" (Baker, Isbell, Wendt, & Wilson, 2013, p. 66). Present-day students must be consistently challenged, motivated, and engaged. They have been using technology and technology tools their entire lives, and there is a strong possibility they will be utilizing technology in their professional adult careers as well. Baker, Isbell, Wendt, and Wilson's research suggests that use of the iPad could help positively maintain the focus and attention of today's technology-centered student.
Melissa Ingraham, an Ohio-based educator, conducted a study in which she cleverly incorporated mathematics and literacy skills into a technology-based assignment. In this project, titled "Incorporating iPad Technology Into the Classroom: A Geometry Project", she studied how geometry students would respond to as assignment completed solely on the iPad. Students were asked to create a presentation to demonstrate mastery of geometry terms learned through the course of the school year (Ingraham, 2013, p. 28). Ingraham also suggested strategies for teachers to incorporate iPad use successfully in the classroom. She wrote:
Teachers should try to use technology to motivate or generate student interest. When students are motivated, they become engaged and active learners. Another strategy for teachers to consider is to use technology to present material in a novel way. Advances in technology have opened doors to present abstract material in a more understandable manner. Finally, teachers should consider utilizing technology when it allows them to teach more efficiently. Certain tools can allow teachers to better understand their students' strengths and weaknesses, so that they can alter instruction as necessary" (Ingraham, 2013, p. 28).
iPad applications (also referred to as "apps") are another way for teachers to effectively, successfully utilize iPad use in the classroom. Apps are individual programs that have the ability to enhance a lesson by helping students play a game, take part in an interactive quiz, or watch a short video. Selma Powell (2014) shared multiple strategies for educators who seek to select apps with a purpose in the journal Teaching Exceptional Children. Some of these strategies included taking into consideration students of all ability levels; selecting standards that apply to use of the app; and identifying learning objectives to use with the app (pp. 21-23). Powell (2014) cautioned teachers against encouraging independent use of the iPad, adding "...it is the teacher’s responsibility to set up the iPads with restrictions to focus the students’ attention to the desired learning activities" (p. 24). Edudemic, a web site designed to connect teachers and technology, shared an interesting article titled "A Practical Guide for Teachers Who Just Got iPads." This article provided teachers with advice on iPad training, workflow, and apps, complete with a very helpful, colorful visual guide (Clark, 2013):
In an online National Geographic article titled "iPads Improve Classroom Learning, Study Finds", science teachers responded positively to the opportunity to expand their ability to realistically teach difficult concepts to their students (Handwerk, 2014). Founding member of the science Education Department at the Harvard-Smithsonian Center for Astrophysics, Matthew Schneps, was interviewed at length in the article. Schneps advocated the use of games and apps as a method in which to help students learn about complex science concepts, such as the universe and the solar system (Handwerk, 2014). Schneps stated, "'Many educators are looking at the iPad as an inexpensive way to deliver content [and] to save money on textbooks, and a lot of apps are available that try to make learning into a kind of game'" (Handwerk, 2014). In a second online article, information about student teachers was shared in an article titled "With Just One iPad, Teachers Improve Classroom Lessons" (Neal, 2012). Assistant Professor of Education at the university, Kristin Redington Bennett, shared findings gleaned from her future teachers' experiences with iPads in the classroom setting. Bennett stated:
What often happens in schools is that they purchase this new technology and expect teachers to use it with little training in how to design successful instruction with it. My goal is to train our elementary education candidates to graduate from our program with the skills and fluency in the use of mobile technology to support teaching and learning. This has allowed many of our graduates to be leaders in their schools even as a first-year teacher (Neal, 2012).
With so many responsibilities falling on the shoulders of the teacher, professional development or technology training to use the iPad has proven to be an extremely important step in the iPad integration process. A 2014 study was conducted by Hu and Garimella to determine if teachers who participated in technology training (versus teachers who did not participate in technology training) yielded educational gains/improvements (p. 50). Their findings concluded that students of the participating teachers showed a growth in reading and mathematics scores, whereas students of the non-participating students did not (p. 52). Moreover, during this same study, elementary school science teachers showed increases in their technological confidence after participating in a long-term technology professional development program, leading the researchers to ultimately conclude that "...teacher beliefs and the number of hours participating in the professional development program were significant predictors for students’ science achievement" (Hu & Garimella, 2014, p. 52). In a YouTube video tutorial titled "Teacher iPad Delivery, Setup, and Training 2014-2015" (located on the main page of the Georgetown Independent School District (ISD)'s YouTube page), educators are greeted by the Educational Technology Specialist, Sandy Kendell, and are immediately reminded of their moral obligations as teachers. Kendell reminds that the teachers have already signed an electronic district user agreement. Kendell does not hesitate to warn against the dangers of creating an Apple ID linked to an educator's personal (rather than district) email accounts ("Teacher iPad Delivery", 2014). Kendell shares a screen shot of a 2012 article concerning a teacher in Indiana who did not take care to separate her personal Apple ID from her school ID. The teacher accidentally shared inappropriate photos of herself on the iPad of one of her students (Hill, 2012). Following this, the Georgetown ISD Educational Technology Coordinator, Kim Garcia, reminds all teachers that they must complete four hours of "iPad Basic Training for Teachers", which consists of four online modules that should take teachers about an hour apiece to complete ("Teacher iPad Delivery", 2014).
Despite the increasing popularity of the topic, existing research on iPad effectiveness simply lacks depth. Research supports the use and implementation of the iPad as an effective instructional tool in an educational setting; however, specific teacher implementation remains an unclear, murky topic often met with fear and hesitation. Dhir, Gahwaji, and Nyman recommend clearer guidelines for a new curriculum (based on learning with the iPad), long-term learning outcomes, academic performance, long-term instructional impact, and academic performance are all areas in which current research is vague, or lacks understanding (2013, p. 721). Dhir, Gahwaji, and Nyman suggested that app software designers should be fed guidelines for assisting in improving the educational content of the apps (if they align with the curriculum, if they abide by school standards, if they correspond with the standard course of study, etc.) (2013, p. 721).